PDF Transforming Students' Motivation to Learn - Rhodes University

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Transforming Students’ Motivation to Learn

Research Overview &

Introduction

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Table of Contents

• Growth Mindset Research Background

• The Brainology ® Program

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Growth Mindset

Research Background

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Carol Dweck, Ph.D.

• Dr. Carol Dweck is one of the world’s leading researchers in the field of motivation and has devoted decades to growth mindset

research. She is Brainology’s co-founder and the program is based on her research.

• Her books include: Mindset and Self- Theories

• More on Dr. Dweck at:

–

http://www.mindsetonline.com/

–

http://en.wikipedia.org/wiki/Carol_Dweck

–

http://www-psych.stanford.edu/~dweck/

–

http://www.brainology.us/about/carol.aspx

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Mindsets

Fixed Mindset

intelligence is a fixed trait

Growth Mindset

intelligence is a malleable quality, a potential that can be

developed

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Recent Research in

Cognitive Psychology & Neuroscience is Supporting the Growth Mindset

a Scientific American article summarizing this research can be found at

http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids

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What Mindsets Do

Goals

Fixed Mindset Students Say

Learning is Most Important

“It’s much more important for me to learn things in my

classes than it is to get the best grades.”

Growth Mindset Students Say

Looking Smart is Most Important

“The main thing I want when I do my school work is to show

how good I am at it.”

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What Mindsets Do

Effort Beliefs

Effort is positive

“The harder you work at something, the better you’ll be

at it.”

Effort is negative

“To tell the truth, when I work hard at my school work it makes me feel like I’m not very

smart.”

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What Mindsets Do

Strategies After Failure

Resilient

“I would work harder in this class from now on.”

“I would spend more time studying for the tests.”

Helpless

“I would spend less time on this subject from now on.”

“I would try not to take this subject ever again.”

“I would try to cheat on the next

test.”

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Study #1 on

Students Making a Transition to 7 th Grade, from:

Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007).

Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention.

Child Development, 78. 246-263.

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Math Achievement in Junior HS

72.0 72.5 73.0 73.5 74.0 74.5 75.0 75.5 76.0 76.5 77.0

Entering Academic

Year

Fall Year 1

Spring Year 1

Fall Year 2

Spring Year2

Fixed Growth

growth mindset

fixed mindset

Math Grades

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Study on

How Mindsets Are Communicated

from:

Mueller, C. M. & Dweck, C. S. (1998).

Intelligence praise can undermine motivation and performance.

Journal of Personality and Social Psychology, 75, 33-52..

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Each student worked on a non-verbal IQ test & was given one kind of praise

Intelligence Praise

“Wow, that’s a really good score. You must have tried

really hard.”

Effort Praise

“Wow, that’s a really good score. You must be smart at

this.”

Control Group “Wow, that’s a really good score.”

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Effects of Intelligence vs. Effort Praise

Growth Mindset

Learning

High High Increased

Fixed Mindset

Looking Smart

Low Low

Decreased Goals

Confidence Motivation Performance After

difficult

trial

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# of problems solved on the IQ test Trial 1 (before failure) and

Trial 3 (after failure)

4.5 5 5.5 6 6.5

Trial 1 Trial 3

Effort Praise Control Praise Intelligence Praise

# of Problems Solved

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Lying: Students who misrepresented their scores

0 0.1 0.2 0.3 0.4

Intelligence Control Effort

Proportion of Children

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Study #2 on

Students Making a Transition to 7 th Grade, from:

Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007).

Implicit Theories of Intelligence Predict Achievement Across an Adolescent

Transition: A Longitudinal Study and an Intervention.

Child Development, 78. 246-263.

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Changing Mindsets

The Brainology ® concept was initially piloted as an instructor-delivered

intervention

Experimental

Procedure Control Group

Growth Mindset

Group

Study Skills

Training 8 6

Growth Mindset

Training - 2

Total 8 8

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Growth Mindset Material Used

• the growth

mindset training used a

4-page article

developed for the study

– you can read this article at:

http://www.brainolog

y.us/websitemedia/yo

ucangrowyourintellig

ence.pdf

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Change in Math Grades

2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3

Ti me 1 Ti me 2 ( P re - In te rve nti on ) Ti me 3 ( P os t- In te rve nti on )

Control Growth 2.2

2.3 2.4 2.5 2.6 2.7 2.8 2.9 3

Ti me 1 Ti me 2 ( P re - In te rve nti on ) Ti me 3 ( P os t- In te rve nti on )

Control Growth

Math Grades

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% Identified as

Increasing in Motivation

9

27

0 5 10 15 20 25 30

Control Growth

% Identified as Increasing in Motivation

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Zone of Prox. Dev. View of Mindsets

Student w/

Fixed Mindset

Unattainable

Disengages

Remains Effective

Attainable (ZPD)

Becomes Frustrated

Feels Challenged

Known

Feels Smart

Is Bored Student w/

Growth

Mindset

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The Brainology ® Program

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The Brainology ® Program

• Interactive, online program to cultivate a growth mindset.

• Students follow animated characters as they tackle issues in their most difficult subjects.

• Brainology® Growth Process:

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When I make the effort to learn, my brain changes & my

abilities increase

From Brainology ® to Outcomes

Learn Brain Science

I know brain-friendly behaviors and study

skills so that I can take action

Learn Skills

My abilities are up to me to develop!

Increased Motivation

Apply & practice acquired skills

Apply Skills

Increased Learning

& Achievement

Improved Outcomes

Brainology Use ® Behavior Outcomes

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Brainology ® Structure

• students follow animated characters as they tackle issues in their most difficult subjects

• brief introduction + 4 units

• content made relevant and placed in context of school and student challenges

• relevant content + interactivity + humor = high level of engagement

• summary handouts, assessments, teacher’s

guide, teacher tools to view usage data

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Intro & Unit 1: Brain Basics

• Intro: an introduction to the characters, purpose of the program, structure and tools available

• Unit 1: basics of brain structure & function,

particularly what is required to maintain readiness to learn

• Sample takeaways:

– the brain needs certain things in order to function well (e.g. sleep

& certain foods)

– the brain is the body’s control center: it gets information from all your senses, and is in charge of all of the body’s voluntary and involuntary movement

– different areas of the brain do different things

– your senses serve as different “pathways” to the brain: using more than one sense to learn about something lets you use more of your brain and aids learning and memory

– using different complementary modes of learning helps focus attention and increase learning

– in contrast, competing pathways can interfere with learning

–

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Unit 2: Brain Behavior

• brain behavior, how it functions, effect of emotions and strategies to manage emotions

– the brain is made up of nerve cells, called neurons, in a network of many connections

– neurons communicate with each other through these connections – the branching parts, called dendrites, receive messages, and the

long part, called the axon, transmits a signal through the neuron – thinking is influenced by the emotions, especially anxiety

– when facing any type of threat, the brain sets off a fight-or-flight response that causes physical signs of anxiety and interferes with thinking

– many students have performance anxiety—stress related to taking tests, giving presentations, or other performance-oriented

situations—that can interfere with performance even when they know the material

– you can lower your anxiety level by being prepared, thinking

positively, and calming your breathing

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Unit 3: Brain Building

• how learning changes the brain and what sort of activities promote learning

– the brain and intelligence are not fixed—they both change when you learn

– the brain grows more new cells and connections when you learn – you get smarter by exercising your brain, much the same way that

you get stronger by exercising your muscles – how can you exercise the brain?

• by exploring new information, learning new concepts, and practicing skills.

• practice is the key to learning—only by practicing can you grow new connections in that area of your brain responsible for learning that thing

• the more connections you make, the easier it gets to make new ones

– different environments can influence brain growth--active learning is the key

– you are never too old to learn and develop your brain!

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Unit 4: Brain Boosters

• how memory works and study strategies to apply the Brainology

^®

lessons in real life.

– memory is stored in the new connections your brain makes between neurons when you have a new experience

– there are different stages in memory, each lasting different amount of time: sensory memory, working memory, and long-term

memory

– memory is a process, and if you skip one stage, the memory will not last

• all information enters through sensory memory

• things you pay attention to go on to working memory, which can only hold 5-7 separate pieces of information at once

• information moves from working memory to long-term memory through a process called encoding. In order for encoding to happen, you must pay attention, attach new information to

existing information that supports it and repeat the information – other mnemonics (memory strategies) include connecting

information together by chunking, visual images and acronyms

– most good study strategies are those that reinforce this memory

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Brainology ® Tools

• e-Journal: students are prompted for

reflections throughout the program, and have access to the e-journal at any time

• Brain Book: reference guide about the brain.

Summary of key lessons learned

• Formative challenges at the end of each unit to review material

• Map: navigate to any section of the program

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Why is Brainology the Most Effective Way to Motivate Students?

• research-based program fully focused on the growth mindset, which leads to motivation &

self-efficacy

• motivation & self-efficacy are the most powerful levers to catalyze student learning

• engages students in a fun, interactive way, in relevant context, so that they’re receptive to it

• ensures, consistent, comprehensive, high

quality delivery across the district

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Student testimonials

"The brainology program was very useful because it taught me a lot about my brain and how it works so that i now can apply that knowledge to my academic education."

– Sarah, 6th grade

"If you want to remember things for tests, make everything easier and more fun and interesting, go to Brainology! You will learn all you ever wanted to know – and didn’t even know you wanted to know – about the brain!"

– Meira, 7th grade

"It will totally help me out, especially the part about working long term and short term memory."

– Dillard, 7th grade

"This program helped me a whole lot. its really good because it breaks down the information in an acurate way that i can i understand it"

– Radwa, 9th grade

"Every student in the United States should learn about this."

– Greg, 9th grade

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Student testimonials (cont’d)

"It was very fun and educational. I learned alot about my brian and how to help it learn things, thus leading to a succesfull education"

– Yasmeen, 8th grade

"i really enjoyed this program it has helped me in so in so many ways because i have used these skills i learned from this program and now i have A's and B's in all my

classes and befor i had all F's with a very low gpa now i have a 3.14 gpa passing all of my classes"

– Markeec, 9th grade

"i had a great time doing brianology and i think it will help me in the future"

– Leshwin, 8th grade

"I think that brainology was amazing. It helped me learn so much about the brain. But it still made it fun and easy to learn"

– Blair, 8th grade

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Teacher testimonials

"YES I truly believe that this has helped. The students are self reporting that their grades have raised and that the strategies that Brainology teaches them are helping.

They report that they imagine their dendrites growing :-) They talk about needing to

never give up. The relationships I have with these students are stronger than any I have ever had (not including coaching) and I attribute it to my work with them in this realm."

– Emily, High School Teacher, California, USA

"I find students using the content/process vocabulary of Brainology in their academic and social interactions. They have also generalized the lessons to help with dealing with stress and sustain problem solving during high-stakes test. Brainology does a wonderful job with addressing both the cognitive and emotional components of brain structure and function… The interactive format combined with pre-teaching and post-review, with

boosters dramatically increases not only attention but also retrieval. As a consequence I have found students to be more willing to take risks and support others. The change in attitude is contagious for teachers as well."

– Manuel, High School Psychologist, California, USA

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Teacher testimonials (cont’d)

"The best word I can think of to describe its effects is empowering. It allows students to know that they are in control of their brains and learning -- and it's not based on the

“cards they are dealt.” … For the past several years, we have been teaching our

students about the brain at the beginning of the year for the purpose of empowerment.

However, the delivery of similar (yet more in-depth) information through Brainology is straight-forward, informative, and appealing to kids. I think the plan to have them go through each level and then discuss it as a class is a good one. That way the lessons are reinforced through another channel."

– Sue, 8th & 9th Grade Teacher, Minnesota, USA

“Brainology definitely helped my students. They all enjoyed it very much and came away with more self-confidence and belief that they could improve their "brain power".”

– Louise, Educational Aide, Idaho, USA

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Teacher testimonials (cont’d)

"I really do think that it made them consider their own roles in their success, as well as how to improve their success. It allowed students to be proactive about their learning.

They could point to what they did try and what they didn't as they sorted through how they learned, and what worked for them. They tried new study skills and explained why the skills worked or didn't in terms of the vocabulary introduced... It really helped us grow in our understanding of the students' challenges as well as our own development."

– Suzanne, High School Math Teacher, California, USA

“Yes, because kids truly believe that Mary sitting across the room is smarter than them because she gets A's all the time. When I show them why and how Mary gets A's, they understand that it is the "effort" factor that makes a difference, and perseverence is important.”

– Rose, Social Studies Teacher, Connecticut, USA

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Screenshots

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Screenshots

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Screenshots

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Screenshots

www.brainology.us

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Screenshots

www.brainology.us

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Screenshots

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www.brainology.us

Thank you!

®